Run by School of Natural Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Eefke Mollee
Overall aims and purpose
This module is part of MSc Environmental Forestry, Forestry by DL, Tropical Forestry by DL and Agroforestry and Food Security. This module develops an understanding of the principles and practice of urban forestry around the world. It provides an historical overview of the relationships between trees and cities and its importance as an emerging field of study. It further covers how different disciplines relate to urban forestry and looks at future scenarios of retrofitting the old as well as designing future cities.
We explore the unique characteristics of trees in the urban environment. The module begins with an introduction into the relationships between cities and trees by providing a historical overview and classifying the different types of urban forestry. We will then look into the different disciplines related to urban forestry, such as ecosystem services and wellbeing. Before moving on to different tools and techniques that can be used to measure and evaluate urban forestry, as well as looking at management aspects. The module also has guest speakers from the field and provides insights through case studies. In the final unit, we will consider how all the above knowledge can be used to design future cities, addressing issues of retrofitting old cities and designing new sustainable cities.
Summary of course content: - Historical overview of the relationships between trees and cities - Classification of types of urban green - Urban ecology and ecosystem services - Urban green and wellbeing - Urban forestry management and planning - Future cities
- Student is able to identify and describe some types of urban forestry and their ecosystem services.
- Student shows some ability to dissect the complexities of the urban environment and can identify some stakeholders in the development of green cities, but not all.
- Student is able to evaluate some key interactions between people, plants and cities, whether they are ecological, socio-economical or psychological.
- Student is able to identify some urban forestry governance issues, might be able to compare cases and propose solutions in order to design more sustainable cities.
- Student is able to identify and describe most types of urban forestry and their ecosystem services.
- Student is able to dissect the complexities of the urban environment and can identify the different stakeholders in the development of green cities, with a few missing ones or inaccuracies.
- Student is able to evaluate key interactions between people, plants and cities, whether they are ecological, socio-economical or psychological, but with some missing ones or inaccuracies.
- Student is able to identify urban forestry governance issues, compare cases and propose solutions in order to design more sustainable cities, but with some missing elements or inaccuracies.
- Student is able to identify and describe different types of urban forestry and their ecosystem services.
- Student show great understanding of and the abilty to dissect the complexities of the urban environment and can identify the different stakeholders in the development of green cities.
- Student is able to evaluate key interactions between people, plants and cities, whether they are ecological, socio-economical or psychological.
- Student is able to identify urban forestry governance issues, compare cases and propose solutions in order to design more sustainable cities.
Students are able to identify and describe different types of urban forestry and their ecosystem services.
Students are able to dissect the complexities of the urban environment and can identify the different stakeholders in the development of green cities.
Students are able to evaluate key interactions between people, plants and cities, whether they are ecological, socio-economical or psychological.
Students are able to identify urban forestry governance issues, compare cases and propose solutions in order to design more sustainable cities.
Weekly contributions and a summary report
Individual video essay of a case study
Teaching and Learning Strategy
|Practical classes and workshops||6|
Apart from a local visit around Bangor, Covid permitting an urban forestry site will be visited, i.e. Merseyside forest or Birmingham. DL students will be encouraged to look up information from their nearest city (or the one they are in) and if possible go for a visit and share their city's greening policy. In the case no physical field trip is possible, alternative arrangements will be made with city authorities.
Lectures delivered face-to-face for residential students and on-line via Panopto for distance learning students or online for all. Recordings will also be available via Blackboard. Contact hours will be interactive with plenty of discussions.
Personal study to support material delivered in lectures, field site visits and seminars.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- PS1 Communication skills, covering both written and oral communication with a variety of audiences
- PS2 Skills in the employment of common conventions and standards in scientific writing, data presentation, and referencing literature
- PS3 Problem-solving skills, relating to qualitative and quantitative information
- PS5 Information location and retrieval skills, in relation to primary and secondary information sources, and the ability to assess the quality of information accessed
- PS7 Basic interpersonal skills, relating to the ability to interact with other people and to engage in teamworking
- PS8 Time management and organisational skills, as evidenced by the ability to plan and implement efficient and effective ways of working
- PS11 Problem-solving skills including the demonstration of self-direction, initiative and originality
- PS6 Information technology skills which support the location, management, processing, analysis and presentation of scientific information
- SK9 Read and engage with scientific literature
- SK11. Reading and engaging with scientific literature.
- SK13. Making oral presentations and writing reports, including critical evaluation.
- Recognize and apply appropriate theories and concepts from a range of disciplines.
- Appreciate the interdisciplinary and/or reciprocal nature of relationships within the subject area.
- Understand the provisional nature of information and appreciate competing and alternative explanations.
- Appreciation of the complexity and diversity of processes through the study of relevant systems.
- Apply subject knowledge to the understanding and addressing of problems.
- Recognize the moral, ethical and social issues relating to the subject.
- Develop and identify research question(s) and/or hypotheses as the basis for investigation.
- Consider issues from a range of interdisciplinary perspectives.
- Engagement with current subject developments and their application.
- Collect, analyse and interpret primary and/or secondary data using appropriate qualitative and/or quantitative techniques.
- Apply appropriate techniques for presenting spatial and/or temporal trends in data.
- Prepare effective maps, diagrams and visualizations.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/dxx-4536.html
Courses including this module
Compulsory in courses:
- D9AN: MSc Conservation and Land Management year 1 (MSC/CLM)
- D3AB: MSc Environmental Forestry year 1 (MSC/EFOR)
Optional in courses:
- D3AO: Certificate Forestry (Distance Learning) year 1 (CERT/FORDL)
- D5AG: PGCert Tropical Forestry year 1 (CERT/TF)
- D3AP: Diploma Forestry (Distance Learning) year 1 (DIP/FORDL)
- D5AH: PGDip Tropical Forestry year 1 (DIP/TF)
- D512: MFor Forestry year 4 (MFOR/FOR)
- D514: MFor Forestry with International Experience year 5 (MFOR/FORIE)
- D513: MFor Forestry (with placement year) year 5 (MFOR/FORP)
- D4BA: MSc Agroforestry and Food Security year 1 (MSC/AGFS)
- D4BB: MSc Agroforest & Food Security (Dist Learn) year 1 (MSC/AGFSDL)
- D4BC: MSc Agroforestry & Food Security (Dist Learning - 2 yr PT) year 1 (MSC/AGFSDL2)
- D4BD: MSc Agroforestry and Food Security (TRANSFOR-M exch prog) year 1 (MSC/AGFSTFM)
- D3AX: MSc Environmental Forestry (TRANSFOR-M exchange programme) year 1 (MSC/EFORTFM)
- D3AQ: MSc Forestry (Distance Learning) year 1 (MSC/FORDL)
- D5AA: MSc Sustainable Tropical Forestry year 2 (MSC/STFOR)
- D5AC: MSc Tropical Forestry (Distance Learning) year 1 (MSC/TF)